The question addressed in this article is which properties of inclusive education are emphasized in collaborative projects aiming to improve the quality of education for pupils at risk and with special educational needs.

Preschool teachers’ read-aloud and writing practices were investigated using a questionnaire about how activities were planned and organized, and what their purpose was. The results indicate that early literacy practices were not planned systematically. Most of the preschool teachers (77%) reported having storybook read-alouds at least three times per week.

The current study focuses on teacher effects on students’ achievement in mathematics and Swedish language in Grade 6. Prior to presentation of our research questions, we review research on competence in teaching early reading and mathematics.

In this article, we aim to deepen the knowledge on teachers’ action research as social learning in collaboration with a research-based PD leader. In this study, we follow two teachers conducting action research in a Swedish upper secondary school, in collaboration with a professional development (PD) leader who is also a doctoral student.

Findings suggest that inviting parents to participate actively in preschool transition may help better engage them in the introduction process, which in turn may positively influence family–teacher relationship-building.